CHAPTER I INTRODUCTION INTRODUCTION
2.2 Teaching Reading
2.2.1 Definition of Teaching Reading
According to Cahyono (2012), teaching reading is an expert's responsibility; the English teacher should have supervised experience delivering reading materials. Teaching reading is more complex than many believe. English teacher must concentrate on reading studies and have supervised practice to acquire knowledge and expertise. The practice of reading aloud should be supplemented by procedures that involve students in engagement with the material, yet reading aloud does serve as a model for how to read related content efficiently. Teaching reading is a standard lesson plan. The objectives of the instructions and the plan implementation techniques define. This definition is more specific than the previous one.
Teacher need guidance technic to make easier student undderstanding, because guidance is provided by guiding students through activities in the pursuit of knowledge. The teacher may assist the student in obtaining information by providing resources such as tasks. By assigning these assignments, the teacher allows the pupils to study independently. To ensure that the teaching and learning process proceeds smoothly, the teacher must create a conducive learning environment for the student. To create a positive environment, the teacher must examine the classroom or technique employed since this might impact how they handle the class.
Almala (2005) described there are two aspects of teaching. The first is that the teacher's role in planning, organizing, directing, and regulating the teaching process to offer complete learning facilities is critical and indispensable. Second, students rely on their professors to select learning strategies and material.
According to Ferdila (2014), teachers at all levels of Indonesian schools should develop an acceptable strategy to stimulate students' interest in reading. This research aimed to evaluate the advantages of extensive reading in teaching and the student's attitudes toward it.
Therefore, substantial reading may be used as one of the strategies or methods to teach reading. It might serve as a resource or choice for teachers who want to instruct a particular genre. When the researcher senses the need to connect and develop ideas with people in a dialogue that borders on mutual interest, interviews become required. It is an interaction in which the interviewer asks oral questions to elicit an oral answer from the interviewee. Particularly with research interviews, the researcher must identify a potential source of information and frame the encounter to elicit important information from the respondent. Therefore, establishing a pleasant environment is essential to the effectiveness of such an engagement.
Based on prior knowledge, we see the significance of using
"genuine" reading resources in the classroom to strengthen students' reading skills. We must cultivate and enhance the kids' reading abilities by their intended reading goals. In the research conducted, only a few studies examine how instructors teach reading comprehension in class. Previous studies have yet to explore educators' reading comprehension instructional strategies.
For instance, how the teacher determines the proper for teaching reading, how they perform their lesson plan, and whether they teach reading based on the curriculum. For instance, students must be encouraged to read fast when suitable. In another model, they must carefully examine the text to get implicit information. Therefore, one of the most successful things to acquire in a reading skills program is the capacity to adapt flexible, fundamental abilities to varied types of literature (Soedarso, 2004).
2.2.2 Principles in Teaching Reading Comprehension
The teacher cannot directly teach reading to kids by providing them with texts and requesting that they comprehend them. As presented by Harmer (2005), there are some concepts that the educator must address.
There are six guiding concepts for reading instruction, which are outlined here.
a. The teacher must realize that reading is not a passive talent.
Reading is an active action; thus, when readers need a text, they must engage in other activities besides reading the text at a glance;
hence, the instructor does not just assign students to read a text.
However, she demonstrates that reading is not a passive talent. It involves the comprehension of word meaning. The argument provided by the reader determines whether or not the ideas support.
b. The teacher must instil in the students a desire to read the passage.
Making students engaged in reading is crucial. When students lack a passion for reading, they will get no benefit from it. When people are interested in what they are reading, they will get more advantages. They may get new knowledge and information from their reading content.
c. The teacher must motivate students to react to the content of reading materials. In addition to being the language used in the text, language comprehension is also a component of text comprehension. However, this is different from reading comprehension. Therefore, the teacher must inspire students to react to the text's meaning and express their views about its issue.
d. The teacher should highlight the need for prediction in reading.
Prophecy is one of the reading comprehension methods. Before the students enter the book, the title may provide hints as to what the material is about; by doing so, the students will actively begin the reading process. Indeed, the teacher should provide suggestions so students can readily grasp the content.
The teacher must match the assignment to the topic. Tasks are one method for assessing students' text comprehension skills. Good tasks are relevant to the subject being addressed, like making some questions and playing with puzzles may be used to create tasks. In this situation, the teacher must choose or create appropriate projects for the students.
e. The teacher should fully use reading texts. Exploiting reading texts to the fullest extent implies that the teacher should not ask students to read a book and then go on to an activity that has nothing to do with the text. Rather, the teacher should cover all students may deduce from the text. The teacher must thoroughly explain the book, analyze the language, and provide additional tasks to the learners.
2.2.3 Difficulties of Teaching Reading Comprehension
According to some researchers, various issues impede students' reading abilities. Soemantri (2011) discovers that students' inadequacies in reading speed and comprehension are due to two aspects or factors.
Specifically, the students must completely grasp how to read literature fast and absorb it effectively. The first challenge is that the teacher needs to be able to precisely ascertain the student's previous knowledge. Although the teacher has taught some things regarding the subject addressed, they cannot guarantee that all students have a solid grasp of the content.
Because past knowledge is crucial to students' reading comprehension, teaching reading comprehension poses a significant challenge.
Teachers find it difficult to choose appropriate reading assignments National Research Council (2003). It is acceptable, given that activities would affect students' text comprehension. Students are motivated to read and understand quickly when a teacher assigns engaging and appropriate reading assignments. Indeed, proper terms and texts increase student comprehension of texts.
The teacher may sometimes need help identifying the most effective strategies and methods for instructing learners because they encounter students with varying features and intellect levels. In reality, the strategy and tactics used by the teacher may influence the student's ability to comprehend what they read. The teacher must thus use appropriate and tactics while teaching reading comprehension.
From the above explanation, it is evident that the inability to ascertain students' previous knowledge precisely, the difficulty in constructing acceptable activities and the difficulty in selecting the proper and tactics are issues that arise while teaching reading comprehension. Regarding the last point, the difficulty in choosing acceptable methods and strategies, the researcher considers it vital to use a particular process in teaching reading comprehension.